Maria Montessori: Change in education

INTRODUCTION In our society, a good education is highly valued. While there have been great thinkers that did not receive the best of educations, it’s difficult for the everyday person to go very far without at least a high school, if not a college degree. But what defines a good education? To many, it’s the ability to memorize and repeat everything presented to them, without regard to application. But those that prescribe to the Montessori Method of education believe something quite different. When she didn’t agree with her society’s idea of education, Maria Montessori formed her own teaching methods, focusing on the individuality of the child and the natural flow of learning. The methods that she focused on are now seen in preschools and kindergartens across the US, and even found in schools around the globe. EARLY LIFE Maria was born on the 31st of August, 1870 in Chiaravalle, Italy to wealthy parents Alessandro and Renide Montessori. Alessandro was a successful government official while Renide was an unusually well-educated woman dedicated to the cause of liberating and unifying Italy. While she was close to both her father and mother, Maria received the majority of her encouragement from her mother, and would probably not have pursued and education if it was not for her, as her father was against the idea of her going to school. At the age of 13, Maria enrolled in the boy’s technical school Regio Instituto technico Leonardo da Vinci. During this time in Italy, women were still almost never given a formal education. Maria’s mother was an exception, and wished for her daughter to follow her path. (“Maria Montessori”, n.d) While she made high marks in her classes, Maria didn’t particularly enjoy engineering, nor did she fully enjoy her time at the technical school. From this experience she began to draft her idea of what teaching should and should not be (American Montessori Society [AMS], 2013). EDUCATION, CULTURE, AND SOCIAL NORMS After graduating, Maria attempted to apply to the University of Rome medical program, but was denied due to her gender. This didn’t stop Maria, though. She enrolled in the regular program at the university and began taking psychics, mathematics, and the natural sciences, all of which came easily to her due to her previous schooling. Eventually, the university allowed her to enter their medical program, regardless of her gender. She worked hard, completing her education in four years, and when she presented her thesis to the all-male board of review, they were so impressed that they granted her a full medical degree, making her the first female doctor in Italy’s history (“Maria Montessori”, n.d.).

CAREER After she graduated with her medical degree, Maria began to specialize in psychiatry (AMS, 2013). She was also promoted to surgical assistant at Santo Spirito. Even though she had earned her degree, Maria still researched at the University of Rome and was eventually asked to join the university staff and offered a job in the Anthropology division. During this time, she began dating a fellow doctor and gave birth to a son, but neither wanted to marry and she sent her son to the countryside for the early years of his life (though he would eventually return at the age of 15 and become one of her most helpful assistants) (“Maria Montessori”, n.d.). On top of the various jobs that Maria worked, she also found time to work regularly in insane asylums, focusing a large amount of her time on working with the children that had ended up in the institution, including those that had behavioral issues, were mentally retarded, orphaned, or desperately poor. Her methods in caring for these children were incredibly successful, and she soon had a following of people that believed in her teaching methods, including parents that needed her help and teachers that wanted to learn from her ways (“Maria Montessori”, n.d.). Maria was eventually given the chance to further expand her research when appointed co-director of a newly founded training institute for special education teachers. It was here that Maria took a scientific approach to her work, studying and experimenting with the methods of teaching that did work and those that didn’t. The program was declared a success, and Maria was able to take her career even further (AMS, 2013). In 1907, Maria opened her first “Casa dei Bambino”, or Children’s House, where she would begin practicing the teaching style that she was so well known for (Hall, 1953). The Children’s House was opened in the poor inner-city, and the children were expectedly unruly at first. What amazed everyone, though, was that, following Montessori’s teaching methods, they began to show great interest in exploring their surroundings and learning. Maria began to open more of her houses and imparted her knowledge onto other teachers, spreading the Montessori teaching method across Europe and to the US. Maria even published her years of notes so that others could learn from her. CREATIVITY Maria’s creativity came out in her teaching methods. The methods that came before hers did not focus on the child at all. They were the same sort of memorization techniques that we find in schools today. Children had trouble with this, especially at a young age, and struggled, as the teaching system did nothing to help them succeed. The Montessori Method, however, focused on the child and their approach to learning. Maria’s teaching style was specifically tailored to children. Memorization was not pushed; instead, children were taught application. They were given the chance to work with tangible objects, especially ones made just for their smaller bodies, and explore their environment (“Maria Montessori”, n.d.). Maria taught the children to essentially teach themselves. In fact, Maria even states in her own handbook that she believes “The Instructions of the teacher consist then […] merely in a hint, a touch—enough to give a start to the child. The rest develops of itself” (Montessori, 1914). She also believed in focusing on children individually and adapting to the learning styles that they personally need. This was particularly helpful for the children that Maria had been teaching early on in the insane asylums, as no one had tried to give them a chance before her (“Maria Montessori”, n.d.). On top of her advancements in education, Maria was also a leader for women’s rights. She was one of the leading feminist voices Italy during her time, and campaigned for greater opportunities for women (AMS, 2013). She had lived a privileged childhood and she wanted to have this option available for other young women. Her children’s houses were not only for boys, as most schools were during her time, but open to young women as well. She was considered a hero for standing up for her cause when she did, as the first and second world wars were raging and speaking out was generally avoided. IMPACT ON THE WORLD Maria’s methods of teaching were not confined to Italy. They quickly became popular across Europe, including the countries of Switzerland, Holland, Spain, and England. The United States was also incredibly receptive of the Montessori Method. Even today, preschools and kindergartens across America use these methods in early childhood education. Maria was recognized for her advancements in education and women’s rights and was awarded many honors. She was even nominated for the Nobel Peace Prize in 1949, 1950, and 1951 (“Maria Montessor”, n.d.). While Maria died in 1952, her legacy continued to live on in schools across the world (AMS, 2013). CONCLUSION Maria Montessori played a great role in the world of education. She was not one to let her gender hold her back, succeeding even as a child in a world where women were generally not allowed the same privileges as men. She worked hard to achieve her goals, primarily those that were geared towards the betterment of others, especially children and women. She truly changed the way the world looks at education.